Game

ABSTRACT

Apparatus for playing a game includes question cards ( 36 ) having questions ( 37 ) which are separated into levels of difficulty, a playing area ( 4 ) which is separated into geometrically shaped pathways ( 18, 20, 22, 24, 26 ) of consecutive playing spaces ( 8 ) corresponding to the levels of difficulty of the questions ( 37 ), playing pieces ( 48 ) for occupying the playing spaces ( 8 ) in the pathways ( 18, 20, 22, 24, 26 ), and at least one random number indicator ( 50 ) for determining movement of the playing pieces ( 48 ) around the pathways. The pathways ( 18, 20, 22, 24, 26 ) have different numbers and sequences of the playing spaces ( 8 ) corresponding to particular levels of difficulty of the questions ( 37 ) whereby the pathways determine different levels of difficulty of the game.

FIELD OF THE INVENTION

The present invention relates to a game, and more particularly to a gamein which the level of difficulty of the game can be selectively variedby individual players of different abilities so that competition betweenplayers may be equalised.

BACKGROUND OF THE INVENTION

Skill and intellect based games are commonly used in educationalinstitutions to both develop and educate students in an effort toprovide a learning environment that is stimulating, effective and fun.Often being largely trivia based, these games commonly suffer from theproblem of higher skilled students or players easily accounting forlesser skilled peers.

This can adversely effect the educational development of both brighterand less gifted students alike. Students constantly winning withoutbeing challenged and sufficiently stimulated are unlikely to strive toimprove. On the other hand, students constantly being comfortably beatenmay soon loose heart, and struggle to maintain interest. In contrast,students playing competitively against one another will typically striveto beat one another and it is this competitive drive that can oftenresult in students attaining generally higher competency and skilllevels.

A need exists to provide a game that allows players of differentabilities or skill levels to select different levels of difficulty ofthe game, so that players of different skill levels are able to playcompetitively against one another.

SUMMARY OF THE INVENTION

In accordance with one aspect of the present invention, there isprovided apparatus including question cards having questions which areseparated into levels of difficulty; a playing area which is separatedinto geometrically shaped pathways of consecutive playing spacescorresponding to the levels of difficulty of the questions; playingpieces for occupying the playing spaces in the pathways; and at leastone random number indicator for determining movement of the playingpieces around the pathways; wherein the pathways have different numbersand sequences of the playing spaces corresponding to particular levelsof difficulty of the questions whereby the pathways determine differentlevels of difficulty of the game.

Preferably, each question card has a plurality of questions which areseparated into a corresponding plurality of levels of difficulty.Answers corresponding to the questions may be presented on the questioncards, compiled in a book, or capable of being determined by a player.

Preferably, the levels of difficulty of the questions are indicated onthe question cards and the playing spaces by colour-coding.

Preferably, the levels of difficulty of the questions are hardest, hard,easy and easiest. The hardest, hard, easy and easiest levels ofdifficulty may be respectively indicated by red, blue, yellow and greencolour-coding, for example.

Preferably, the question cards are separated into sets, each of the setscorresponding to an age range, a level of education or a topic whereby,in addition to the pathways, the sets of question cards determinedifferent levels of difficulty of the game.

Preferably, the pathways are interconnected in a generally hourglassshape. The interconnected pathways may include two overlapping trianglepathways, a diamond pathway defined by the overlapping and intersectingportions of the triangle pathways, a bow pathway defined by thenon-overlapping and intersecting portions of the triangle pathways, andan hourglass pathway defined by all portions of the triangle pathways.Preferably, the non-overlapping portion of one of the triangle pathwaysincludes an equal number of playing spaces corresponding to questionshaving hardest and hard levels of difficulty; the non-overlappingportion of the other triangle pathway includes an equal number ofplaying spaces corresponding to questions having easy and easiest levelsof difficulty; and the diamond pathway includes equal numbers of playingspaces corresponding to questions having hardest, hard, easy and easiestlevels of difficulty.

Preferably, during the game a player following the hourglass pathway mayselect a different pathway to follow at each intersection of thetriangle, diamond and bow pathways to thereby select the level ofdifficulty of the game.

Preferably, during the game individual players can select a desiredlevel of difficulty of the game by selecting individual pathways to befollowed by their playing piece.

During one form of the game players may be awarded points for correctlyanswering the questions, and the winner of the game is the player withthe highest cumulative total of points after a predetermined period oftime or the first player to obtain a predetermined number of points.Preferably, the amount of points awarded for correctly answering thequestions selectively varies between individual players whereby, inaddition to the pathways, the selected amount of points awarded forcorrectly answering the questions determines different levels ofdifficulty of the game.

Preferably, the random number indicators are dice. The dice may be ableto be separated into sets, each of the sets including three die, two ofwhich are numerical die and the third die is a mathematical operator diewhereby during the game the movement of the playing pieces around thepathways is determined by the function of the numerical dice and themathematical operator die. Each of the sets of dice may correspond to anage range, a level of education or a numeracy level whereby, in additionto the pathways, the sets of dice determine different levels ofdifficulty of the game.

The playing area may be marked on a board or displayed on a computerscreen, for example.

In accordance with a further aspect of the present invention, there isprovided a method for playing a game using apparatus as defined above.

In accordance with a further aspect of the present invention, there isprovided a method for playing game including the steps of providingquestion cards having questions which are separated into levels ofdifficulty; providing a playing area which is separated intogeometrically shaped pathways of consecutive playing spacescorresponding to the levels of difficulty of the questions, the pathwayshaving different numbers and sequences of playing spaces correspondingto particular levels of difficulty; providing playing pieces foroccupying the playing spaces in the pathways; providing at least onerandom number indicator for determining movement of the playing piecesaround the pathways; allowing players to select different pathways tofollow during the game whereby players can selectively and individuallydetermine the difficulty of the game.

In accordance with a further aspect of the present invention, there isprovided dice for playing a game including first and second numericaldie and the third die is a mathematical operator die, wherein thefunction of the numerical dice and the mathematical operator diedetermines a number of playing spaces for a player to advance during aturn of the game.

The first numerical die may be hexahedron numerical die having sixfaces, the number 0 being represented on one of the faces and thenumbers 1 to 5 being respectively represented by a corresponding numbersof dots on the other five faces, and the second numerical die may be ahexahedron numerical die having six faces, one of the faces being blankand the numbers 6 to 10 being respectively represented by acorresponding numbers of dots on the other five faces.

Alternatively, the first numerical die may be a hexahedron numerical diehaving six faces, the numbers 0 to 5 being respectively on the sixfaces, and the second numerical die may be a hexahedron numerical diehaving six faces, one of the faces being blank and the numbers 6 to 10being respectively on the other five faces.

Alternatively, the first numerical die may be dodecahedral die numericaldie having twelve faces, one of the faces being blank and the numbers 0to 10 being respectively on the other eleven faces, and the secondnumerical die may be a dodecahedral die numerical die having twelvefaces, one of the faces being blank and the numbers 0 to 10 beingrespectively on the other eleven faces.

The mathematical operator die may be a hexahedron numerical die havingsix faces, addition operators being on three faces and subtractionoperators being on the other three faces. Alternatively, themathematical operator is a hexahedron numerical die having six faces,two faces being blank, an addition operator being on one face, asubtraction operator being on one face, a multiplication operator beingon one face and a division operator being on the other face.

BRIEF DESCRIPTION OF THE DRAWINGS

A preferred embodiment of the present invention will be described below,by way of non-limiting example only, with reference to the accompanyingdrawings, in which:

FIG. 1 is a schematic plan view of the board of a game;

FIG. 2 is a partial schematic plan view of the board shown in FIG. 1indicating a first triangle shaped pathway marked on the board;

FIG. 3 is a partial schematic plan view of the board shown in FIG. 1indicating a second triangle shaped pathway marked on the board;

FIG. 4 is a partial schematic plan view of the board shown in FIG. 1indicating a diamond shaped pathway marked on the board;

FIG. 5 is a partial schematic plan view of the board shown in FIG. 1indicating a fourth bow shaped pathway marked on the board;

FIG. 6 is a partial schematic plan view of the board shown in FIG. 1indicating a fifth hourglass shaped pathway marked on the board;

FIG. 7 is a schematic view of a question card for use during play of thegame;

FIG. 8 is a boxed set of a plurality of the question cards shown in FIG.7;

FIG. 9A is a top perspective view of a first hexahedron numerical diehaving six faces;

FIG. 9B is a schematic view of the six faces of the die shown in FIG.9A;

FIG. 10A is a top perspective view of a second hexahedron numerical diehaving six faces;

FIG. 10B is a schematic view of the six faces of the die shown in FIG.10A;

FIG. 11A is a top perspective view of a third hexahedron numerical diehaving six faces;

FIG. 11B is a schematic view of the six faces of the die shown in FIG.11A;

FIG. 12A is a top perspective view of a fourth hexahedron numerical diehaving six faces;

FIG. 12B is a schematic view of the six faces of the die shown in FIG.12A;

FIG. 13A is a top perspective view of a dodecahedron numerical diehaving twelve faces;

FIG. 13B is a schematic view of the twelve faces of the die shown inFIG. 13A;

FIG. 14A is a first hexahedron mathematical operator die having additionoperators “+” on three faces and subtraction operators “−” on the otherthree faces;

FIG. 14B is a schematic view of the six faces of the die shown in FIG.14A;

FIG. 15A is a second hexahedron mathematical operator die having twofaces blank, an addition operator “+” on one face, a subtractionoperator “−” on one face, a multiplication operator “×” on one face anda division operator “÷” on the other face;

FIG. 15B is a schematic view of the six faces of the die shown in FIG.15A; and

FIG. 16 is a schematic view of an example of a mathematical equationthat is able to be solved to determine the number of spaces along apathway a player advances or retreats a playing piece each turn.

DETAILED DESCRIPTION

With reference initially to FIG. 1, a game according to one illustratedembodiment of the present invention includes a game board 2 having aplaying area 4. The playing area 4 includes a number of continuousintersecting pathways marked on a playing surface 6 of the board 2 thatare able to be followed by players playing the game. Each pathway isdefined by a series of consecutive playing spaces 8 that are able to bemoved between and “landed on” by the representative playing pieces ofone or more players playing the game. The spaces 8 are selected fromdefined sets of the spaces 8, each set corresponding to a selected levelof difficulty.

Each of the spaces 8 may be coloured to indicate the set of spaces 8 towhich each space 8 belongs, and hence the level of difficulty of thespace 8. On the board 2, for example, the spaces 8 are coloured red,blue, yellow and green to correspond to four respective different levelsof difficulty “hardest” (red spaces 10), “hard” (blue spaces 12), “easy”(yellow spaces 14) and “easiest” (green spaces 16). The levels ofdifficulty of the spaces 8 correspond to respective levels of difficultyof associated questions that players attempt to answer when moving alongthe pathways, as will be described below.

The colour-coding of the playing spaces 8 and their corresponding levelsof difficulty are illustrated as different hatchings in the drawings. Itwill be appreciated that the present invention is not limited to thespaces 8 being colour-coded though. For example, each space 8 may carrysome other form of indicia such as letters, numbers or other symbols toindicate the level of difficulty associated with the space 8. Further,it will be appreciated that the number of different sets of spaces 8,and hence the number of different associated levels of difficulty, maybe varied to suit requirements.

The pathways are formed by two main intersecting triangle pathways 18and 20 (shown with the other pathways removed in FIGS. 2 and 3respectively) that partially overlap one another to form a series ofpathways having varying ratios of red 10 to blue 12 to yellow 14 togreen spaces 16. The triangle pathways 18 and 20 are formed by a totalof 96×spaces 8, and include 24×red spaces 10, 24×blue spaces 12,24×yellow spaces 14 and 24×green spaces 16. The spaces 8 are preferablyarranged along each pathway, where possible, such that spaces 8corresponding to the same level of difficulty are not adjacent oneanother.

The first harder triangle pathway 18 that is defined by a total of 50spaces 8 is composed of mostly the spaces 10 and 12 corresponding to theharder levels of difficulty, having 21×red spaces 10, 21×blue spaces 12,4×yellow spaces 14 and 4×green spaces 16. As can be seen in FIG. 1, itwill be appreciated that the non-overlapping portions of the hardertriangle pathway 18 include equal numbers of hardest and hard spaces 10,12 corresponding to questions having hardest and hard levels ofdifficulty.

The second easier triangle pathway 20 that is similarly defined by atotal of 50 spaces 8 is composed of mostly the spaces 14 and 16corresponding to the easier levels of difficulty, having 3×red spaces10, 3×blue spaces 12, 22×yellow spaces 14 and 22×green spaces 16. As canbe seen FIG. 1, the non-overlapping portions of the easier trianglepathway 20 include equal numbers of easy and easiest spaces 14, 16corresponding to questions having easy and easiest levels of difficulty.

A third pathway 22 formed by the overlapping and intersecting portionsof the two triangle pathways 18 and 20 is shown with the other pathwaysremoved in FIG. 4. The pathway 22 is defined by a total of 24 spaces 8,and substantially has a “diamond” shape. The diamond pathway 22 iscomposed of an equal number of red 10, blue 12, yellow 14 and greenspaces 16, having 6×red spaces 10, 6×blue spaces 12, 6×yellow spaces 14and 6×green spaces 16.

A fourth pathway 24 formed by the non-overlapping and intersectingportions of the two triangle pathways 18 and 20 is shown with the otherpathways removed in FIG. 5. The outer perimeter pathway 24 is defined bya total of 76 spaces 8, and substantially has a “bow” shape. The bowpathway 24 is composed of slightly more easier spaces 14 and 16corresponding to the easier levels of difficulty than harder spaces 10and 12 corresponding to harder levels of difficulty, having 18×redspaces 10, 18×blue spaces 12, 20×yellow spaces 14 and 20×green spaces16.

A fifth pathway 26 formed by the entire two triangle pathways 18 and 20is shown in FIG. 6. The pathway 26 is defined by all of the 96 spaces,and substantially has a “hourglass” shape that includes all of thepathways described above. Like the diamond pathway 22, the hourglasspathway 26 is composed of an equal number of red 10, blue 12, yellow 14and green spaces 16, having 24×red spaces 8, 24×blue spaces 10,24×yellow spaces 12 and 24×green spaces 14. The hourglass pathway 26differs from the diamond pathway 22 though, in that a player followingthe hourglass pathway 26 may select a different pathway at eachintersection of the triangle 18 and 20, diamond 22 and bow pathways 24.The hourglass pathway 26 is the only pathway that allows a player tochange pathways, to thereby change the level of difficulty of the game,continuously or throughout the game. For example, the hourglass pathway26 may be used by an adult playing against a child, to allow the adultplayer to select different pathways during play of the game.

In addition, as shown in FIG. 1, the board 2 may have 4×starting spaces8, including a red starting space 28, a blue starting space 30, a yellowstarting space 32 and a green starting space 34, that may be used at thestart of play when playing a game using the board 2.

The pathways may also include a number of bonus spaces (not shown)providing additional points, free turns and/or re-throws of dice, forexample, that are able to landed on when moving along the pathways.

Further, while the pathways of the described illustrated embodiment areformed by two intersecting triangle pathways 18 and 20, it will beappreciated that the configuration, number and shape of the pathways maybe varied without departing from the scope of the present invention.

The game also includes a plurality question cards 36, as shown in FIG.6, with each card 36 including colour-coded questions, as indicated byreference numeral 37, of levels of difficulty that correspond to thelevels of difficulty of the spaces 8. Each question card 36 carries ared question 38 corresponding to the level of difficulty of the redspaces 8 (ie. “hardest”), a blue question 40 corresponding to level ofdifficulty of the blue spaces 10 (ie., “hard”), a yellow question 42corresponding to the level of difficulty of the yellow spaces 12 (ie.,“easy”), and a green question 44 corresponding to the level ofdifficulty of the green spaces 14 (ie., “easiest”).

While the questions 37 of the illustrated embodiment are colour-coded,it will be appreciated that the cards 36 may carry some other form ofindicia such as letters, numbers or other symbols to indicate the levelof difficulty of the questions 37, for example.

Each card 36 may also include answers (not shown) that correspond to thequestions 37 on the card 36. The questions 37 may be presented on oneface of the card 36 and the answers presented on the other face of thecard 36 so that each of the questions 37 are able to be read withoutseeing the associated answers, for example.

Alternatively, each card 36 and/or each question 37 presented on thecard 36 may be numbered, with correspondingly numbered answers to thequestions 37 being compiled in one or more answer booklets (not shown),for example. Further alternatively, the answers may be capable of beingdetermined by one or more other players. For example, when the game isplayed in an educational environment such as in a classroom at a school,the questions 37 may be directed towards the players' environment, andthe correctness of a player's answer may be judged by other players.

The question cards 36 are preferably divided into boxed sets 46 eachcontaining a plurality of the cards 36, as shown in FIG. 8. Severaldifferent sets 46 of question cards 36 may be provided having questions37 corresponding to ranges of age, levels of education or study topics,for example, that are different from one another. For example only, thegame may comprise different sets 46 directed towards the age groups 4 to6 years, 6 to 9 years, 8 to 11 years and 10 to 14 years, with thequestion cards 36 of the sets 46 having question cards 36 carryingquestions 37 that may be progressively harder from the set 46 directedtowards the lowest age group to the set 46 directed towards the oldestage group.

For ease of identification and recognition, the different sets 46 ofcards 36 may be colour-coded, or carry other identifying indicia. Inaccordance with an embodiment, advantageously the colour-coding used toindicate the levels of difficulty of the spaces 8 and the questions 37may also be carried over to the boxed sets 46 of question cards 36. Forexample, with reference to the example sets 46 described above, theboxed sets 46 of question cards 36 bearing questions 37 generallydirected towards the age groups 4 to 6 years, 6 to 9 years, 8 to 11years and 10 to 14 years may be colour-coded green (easiest), yellow(easy), blue (hard) and red (hardest), respectively, to help playersdistinguish the different sets 46 from one another.

Further, each set 46 may contain at least 200 question cards 36, forexample, although it will be appreciated that the number of questioncards 36 in each set 46 may be varied as desired.

The questions 37 may focus on educating players while preferablyproviding a competitive environment that players of differing skilllevels and backgrounds find both entertaining and interesting.Advantageously, the questions 37 may be customised by players forentertainment, or they may be formed to target a specific area oflearning, such as spelling for example, or to study for a degree,certificate or license. When the game is used in an educationalenvironment, such as a school, each set 46 of questions 37 may focus onparticular curricula, for example. Further, each of the questions 37 maybe presented in a range of suitable international languages, shouldgeographical location so require.

The game also includes a plurality of unique playing pieces or counters48, each assignable to a respective player playing the game. The pieces48 are able to occupy a playing space 8 and are used for marking themovement of each player along and on the spaces 8 of the pathways.

The game may also include several random number indicators fordetermining the number of spaces 8 to move a playing piece 48 along apathway each turn in the form of a number of sets of dice, each setbeing formed from at least two numerical die and at least onemathematical operator die that may be rolled to form a mathematicalequation for a player to solve to determine the number of spaces 8 tomove. The dice may correspond to an age range, a level of education or anumeracy level, for example.

In the game according to the illustrated embodiment, the numerical dicemay be selected, for example, from a range of hexahedron anddodecahedron numerical dice shown in FIGS. 9A to 13A, with the faces ofthe respective dice being shown schematically in FIGS. 9B to 13B.

First and second red colour-coded hexahedron numerical die 50, 54 havingsix faces each are shown in FIGS. 9A and 9B and FIGS. 10A and 10B,respectively. The first red numerical die 50 has the number 0represented on one face and the numbers 1 to 5 represented by acorresponding number of dots on the other five faces. The second rednumerical die 54 has one blank face and the numbers 6 to 10 representedby a corresponding number of dots on the other five faces.

First and second blue colour-coded hexahedron numerical die 58, 62having six faces each are shown in FIGS. 11A and 11B and FIGS. 12A and12B, respectively. The first blue numerical die 58 has the numbers 0 to5 on the six faces, while the second blue numerical die 62 has one faceblank and the numbers 6 to 10 on the other five faces.

The numerical dice may also be selected from the green colour-codeddodecahedron dice 66 shown in FIGS. 12A and 12B. Each green dice mayhave one face blank and the numbers 0 to 10 on the other eleven faces.Two of the green dice 66 may be provided, for example.

In the game according to the illustrated embodiment, the mathematicaloperator die may be selected, for example, from the junior 70 and seniorhexahedron mathematical operator dice 74 shown in FIGS. 14A and 15A,respectively, with the faces of the respective dice being shownschematically in FIGS. 14B and 15B. The junior mathematical operator die70 has addition operators “+” on three faces and subtraction operators“−” on the other three faces, while the senior mathematical operator die74 has two faces blank, an addition operator “+” on one face, asubtraction operator “−” on one face, a multiplication operator “×” onone face and a division operator “÷” on the other face.

It will be appreciated though, that the present invention is not to belimited to the dice described above with reference to the illustratedembodiment, and that these have been provided only as one practicalexample. Further, while the numerical dice have been described as beingcolour-coded for ease of both description and recognition of the dice,it will be appreciated that in practice the dice may be distinguishedfrom one another by the number of faces of the dice, or by the differentmarkings on their faces, or even by being differently sized.

To determine the number of spaces 8 to move each turn using a set of twoselected numerical dice and one selected mathematical operator die, aplayer may roll or throw in order the first selected numerical dice,followed by the selected mathematical operator die, followed by theother of the numerical dice to form a mathematical equation. The formedmathematical equation may be solved, with the answer determining thenumber of spaces 8 to move. In the instance a blank is thrown on any ofthe selected dice, the player may take a free re-throw of the respectivedie, for example.

An example mathematical equation 78 formed by throwing in order thefirst red numerical die 50, the junior mathematical operator die 70, andthe second red numerical die 54, is shown in FIG. 16. With reference tothe numerical values represented on an uppermost surface of each die, a“3” has been rolled on the die 50, a “+” has been rolled on the die 70,and a “8” has been rolled on the die 54, to form the mathematicalequation 78 of “3+8”. The equation 78 is solved, and a respectiveplaying piece 48 of a player may be advanced in a clockwise direction,for example, around a pathway the number of spaces 8 corresponding tothe answer 80 (ie. “11”) of the equation 78. In the instance that theequation 78 has a negative answer 80 (for example, “3” (die 50) “−” (die70) “8” (die 54)=“−5”), the player may retreat the playing piece 48 inthe reverse direction that amount by moving the piece 48 in acounter-clockwise direction along the pathway. For equations 78involving the division operator, the answer may be rounded to thenearest integer, for example. Similarly, for mathematical equationsinvolving division by the number 0, the answer may be taken to be 0, forexample.

Using a set of three mathematical die, a mathematical problem may beattempted at least once every time a player has a turn, and it isthought this can aid in developing skills of mental calculation, numberrecognition and counting.

The different numeric and mathematical operator dice may be selected todetermine the level of difficulty of the mathematical equation 78 to besolved. For example, to form easier mathematical equations 78, the twoblue dice 58 and 62 may be used in combination with the juniormathematical operator die 70, while to form harder mathematicalequations 78, the two green dice 66 may be used in combination with thesenior mathematical operator die 70. It will be appreciated though, thatthe combinations of two numerical dice and one mathematical operator dieare not limited to those described above.

When solving the mathematical equation 78, players may use a note pad(not shown) that is able to be used at any time during the game, forexample. The equation 78 may be solved individually, or a group ofplayers playing the game may work out the equation 78 together. It isconsidered that the solving of a mathematical equation 78 every turn,possibly with some assistance from the playing group, may be usedpromote the further development of each player's mathematical skills andmental calculation whilst playing the game, as may be particularlydesirable in an educational environment. In such an environment, if theequation 78 is solved incorrectly, another player or a designatedsupervisor may indicate the error and assist the player in solving theequation 78 correctly, for example. This may provide players with abetter insight into how other players go about solving the equations 78.

Alternatively, it will be appreciated that a single numerical die maysimply be rolled, or any other suitable chance means may be employed, byplayers to determine the number of spaces 8 to move each turn.

The provision of a number of numerical and mathematical operator dieallows the level of difficulty of determining the number of spaces 8 tomove each turn to be selected based on the ability of the player. Forexample, a young or less able player may initially play the game rollinga single red numerical die 50 and 54, whereby they determine the numberof spaces 8 to move by counting the dots on the faces of the die andmoves their playing piece the corresponding number of spaces 8 eachturn. As their mathematical ability improves they may progress to usingone of the blue 58 and 62 and green numerical die 66 that have numberson their faces. As the mathematical ability of the player furtherprogresses and improves they may then select to play the game by rollinga set of two numerical dice and one mathematical operator die each turnto form a mathematical equation 78 to be solved to determine the numberof spaces to move, as described above.

In this manner, the different dice are able to be selected toprogressively develop the numeracy and mental calculation skills ofplayers as they play the game. The preferred play of a game by two ormore players using the illustrated embodiment will be explained below indetail. It will be appreciated though, that the rules for playing a gameby selecting different pathways, such as those shown marked on the board2 for example, to select different levels of difficulty of the game, maybe varied without departing from the scope of the present invention.

Each player firstly selects a pathway to follow or move along duringplay of the game to thereby select the level of difficulty of the game.As each player moves along their selected pathway they are required toanswer a question 37 each turn having a level of difficultycorresponding to the level of difficulty of the space 8 moved to orlanded on, as will be described below. Accordingly, the ratio of red 10to blue 12 to yellow 14 to green spaces 16 on a particular pathwaydetermines the level of difficulty of moving along that pathway. Assuch, with reference to the board 2, the difficulty of following each ofthe pathways of the board 2 ranges from hardest to easiest, on average,from the first triangle pathway 18, to the diamond pathway 22 and thehourglass pathway 26, to the bow pathway 24, to the second trianglepathway 20.

Advantageously, according to a preferred embodiment of the presentinvention, players may select different levels of difficulty of the gameby selecting different pathways to follow to provide for competitiveplay between players of different abilities. For example, a more able orhigher skilled player may select a pathway having a greater proportionof harder spaces 10 and 12 corresponding to harder questions 38 and 40,such as the first triangle pathway 18, and a less able or lesser skilledplayer may select a pathway having a greater proportion of easier spaces14 and 16 corresponding to the easier questions 42 and 44, such as thesecond triangle pathway 20.

Each player then selects a set 46 of question cards 36 from which theywill be required to answer questions 37 when playing the game to therebyfurther select the level of difficulty of the game. The set 46 used byeach player may be selected based on the age or educational level of theplayer, for example. Advantageously, competitive play of the game may bepromoted between players of different ages and/or abilities by a youngeror less able player selecting and using an easier set 46, such as theset 46 directed towards the age group of 6 to 9 years from above forexample, and an older or more able player selecting and using a harderset 46, such as the set directed towards the age group of 10 to 14 yearsfrom above for example.

Each player then selects the number of award points they are to beawarded for every question they answer correctly during play of the gameto thereby further select the level of difficulty of the game.Advantageously, awarding different numbers of points for each correctanswer may further provide for players of different abilities to playcompetitively against one another. For example, a more able or higherskilled player may select to be awarded one point for each question 37answered correctly, while a less able or lesser skilled player mayselect to be awarded three points for each question 37 answeredcorrectly. In that instance, the higher skilled player is required toanswer three times as many questions 37 correctly as the lesser skilledplayer to match the score of the lesser skilled player. In practice,when using the game in a learning environment such as a school, it isanticipated that a player would progress through all of the pointslevels playing the game with the same set 46 of question cards 36,progressing from three points awarded for each correct answer, to twopoints, to one point, for example, before changing to a harder set 46 ofquestions 37.

Each player may then select a respective unique playing piece 48. Therespective playing piece 48 of each player marks the position of theplayer on a space 8 of a pathway during play of the game. At the startof the game, each player may place their piece 48 on any one of startingspaces 28, 30, 32 or 34 to start the game.

Die or dice able to be rolled by each player to determine the number ofspaces 8 to be advanced or retreated each turn during play of the gamemay then be selected by each player. As discussed above, the selectionof the die or dice may provide a still further way of selecting thelevel of difficulty of the game for each player, by each player eitherselecting a single numerical die to be rolled, or by selecting a set oftwo numerical dice and one mathematical operator die to be rolled toform a mathematical equation that needs to be solved.

To see who goes first a numerical die, such as one of the red six-sideddie 52 or 54, for example, may be rolled by each of the players, withthe player rolling the highest number going first. If two players rollthe same highest number, those players may roll again until they rolldifferent numbers. Play may then proceed progressing sequentially in aclockwise direction, for example, around the group of players.

In one form of the game, a timer (not shown) for timing the game maythen be started. The player going first may then roll the selected dieor dice to determine the number of spaces 8 to move as described above.The player then moves their playing piece 48 from off the selectedstarting space 28, 30, 32 or 34 towards one of the four corner spaces ofthe diamond pathway 20 that is common to the pathway selected by theplayer and along the pathway selected by the player the determinednumber of spaces 8. If the determined number is positive, the piece 48may be advanced along the selected pathway in a clockwise direction, andif the determined number is negative, the piece 48 may be retreatedalong the pathway in a counter-clockwise direction, for example.

A question card 36 is then drawn from the player's selected set 46, andthe player asked the question 38, 40, 42 or 44 on the card 36corresponding to the level of difficulty of the space 8 on which theirplaying piece 48 has advanced or retreated to, ie. landed on. Hence, ifa red space 10 is landed on the player is required to answer a (hardest)red question 38, if a blue space 12 is landed on the player is requiredto answer a (hard) blue question 40, if a yellow space 14 is landed onthe player is required to answer a (easy) yellow question 42, and if agreen space 16 is landed upon, the player is required to answer a(easiest) green question 44. As such, if the player selects a pathway tomove along having a greater ratio of red 10 and blue spaces 12, such asthe harder triangle pathway 18, they will generally be required toanswer harder questions 37 than if they moved along an easier pathwayhaving a greater ratio of yellow 14 and green spaces 16, such as theeasier triangle pathway 20, for example.

If the player answers the question 37 correctly, the predetermined awardpoint(s) to be added to the player's score for every correct answer maybe thus added, and the player may continue their move by re-throwing thedice. If the question 37 is answered incorrectly, play may move to thenext player in a clockwise direction. The next player similarlycontinues the game by throwing their selected die, moving their piece 48along their selected pathway and answering a question 37 correspondingto the colour the of the space 8 moved to or landed on from theirselected set 46 of question cards 36. To prevent one player dominatingthe game, each player may be limited to a predetermined maximum numberof throws of the dice or “goes” each turn, for example.

Play of the game may continue with play passing sequentially betweenplayers of a playing group in a clockwise direction, with players inturn moving along their respective pathways and answering questions 37,until the end of a predetermined playing time, as may be determined bythe timer, for example. The winner of the game at the end of thepredetermined time may be the player who has accumulated the mostpoints. When the game is timed, fast play is encouraged not just tomaintain the interest level and concentration of all players, but toadditionally maximise the number questions 37, and therefore the numberof points that may be scored, within the predetermined playing time.

In an alternative form of the game, the object of each player may be tobetter their own or someone else's previous high score, or a selectedtarget score, in a predetermined time. This form of the game may beplayed individually by one player, for example, trying to beat apredetermined score in a predetermined time on a selected pathway usinga selected set 46 of question cards 36. In a further alternative form ofthe game, the object may be to be the first player of a group of playersto obtain a predetermined number of points. This form of the game may beplayed without the use of a timer, for example.

Advantageously, the game may be stopped at any time by recordingplayers' scores and the positions of players' pieces 48, for example.Play may then be easily resumed at the same state at a later time.

According to a preferred embodiment of the present invention, players ofdifferent abilities or skill levels may be able to select differentlevels of difficulty of the game, so that players of different skilllevels are able to play against one another with improved competition.From the above, it will be appreciated that the level of difficulty ofthe game according to the described embodiment may be selected by acombination of the selection of the pathway to be followed, theselection of the set 46 of question cards 36 having questions 37 to beanswered, the selection of the number of award points to be awarded foreach correct answer during play of the game, and the selection of thedie or dice to be rolled to determine the number of spaces 8 to be movedeach turn.

Forms of the game are capable of being used for both general enjoyment,and for the purposes of learning, with the game having application todeveloping life skills, education, and employment skills, for example,where the winner may be the player who tries harder and isn'tnecessarily the player who is the smartest of a group of players.

Further, forms of the game may also be applicable for use for example,as study aids in classrooms, at home as revision aids for reinforcingconcepts taught in classrooms, or when changing class levels as anoverview into the new grade level prior to starting the new level. Thegame may be used in an educational environment to allow a strugglingchild who is having learning difficulties to compete against a moregifted child who finds learning much easier, thereby building interestand confidence of the struggling child while challenging the more giftedchild, for example. By promoting and facilitating players of differentabilities or skill levels playing competitively against one another, itis thought that the game may also give players a better insight into thethinking of other players of different abilities and/or skill levels andmethods for solving problems.

In a preferred embodiment of the present invention, the level ofdifficulty of the game can be selectively varied by individual playersof different abilities to provide for the equalised competition betweenthe players.

While the game has been described with reference to the illustratedembodiment having pathways marked on a board 2 for ease of description,it will be appreciated that the game may be readily embodied by acomputer program, whereby a computer system (not shown) executing thecomputer program may generate the pathways and spaces 8 on a visualdisplay unit or screen associated with the computer system. The computersystem may similarly determine and display the number of spaces to bemoved and movement of an associated playing piece 48 each go, and thequestion 37 to be asked depending on the level of difficulty of thespace 8 landed on.

The foregoing describes an illustrated embodiment of the presentinvention and it is to be appreciated that modifications can be madewithout departing from the scope from the invention.

Throughout the specification, unless the context requires otherwise, theword “comprise”, and variations such as “comprises” or “comprising”,will be understood to imply the inclusion of a stated step or integer orgroup of steps or integers but not the exclusion of any other step orinteger or group of steps or integers.

1. Apparatus for playing a game including: question cards havingquestions which are separated into levels of difficulty; a playing areawhich is separated into geometrically shaped pathways of consecutiveplaying spaces corresponding to the levels of difficulty of thequestions; playing pieces for occupying the playing spaces in thepathways; and at least one random number indicator for determiningmovement of the playing pieces around the pathways; wherein the pathwayshave different numbers and sequences of the playing spaces correspondingto particular levels of difficulty of the questions whereby the pathwaysdetermine different levels of difficulty of the game.
 2. Apparatusaccording to claim 1, wherein each question card has a plurality ofquestions which are separated into a corresponding plurality of levelsof difficulty.
 3. Apparatus according to claim 2, wherein answerscorresponding to the questions are presented on the question cards,compiled in a book, or capable of being determined by a player. 4.Apparatus according to claim 1, wherein the levels of difficulty of thequestions are indicated on the question cards and the playing spaces bycolour-coding.
 5. Apparatus according to claim 1, wherein the levels ofdifficulty of the questions are hardest, hard, easy and easiest. 6.Apparatus according to claim 5, wherein the hardest, hard, easy andeasiest levels of difficulty are respectively indicated by red, blue,yellow and green colour-coding.
 7. Apparatus according to claim 1,wherein the question cards are separated into sets, each of the setscorresponding to an age range, a level of education or a topic whereby,in addition to the pathways, the sets of question cards determinedifferent levels of difficulty of the game.
 8. Apparatus according toclaim 1, wherein the pathways are interconnected in a generallyhourglass shape.
 9. Apparatus according to claim 8, wherein theinterconnected pathways include two overlapping triangle pathways, adiamond pathway defined by the overlapping and intersecting portions ofthe triangle pathways, a bow pathway defined by the non-overlapping andintersecting portions of the triangle pathways, and an hourglass pathwaydefined by all portions of the triangle pathways.
 10. Apparatusaccording to claim 9, wherein: the non-overlapping portion of one of thetriangle pathways includes an equal number of playing spacescorresponding to questions having hardest and hard levels of difficulty;the non-overlapping portion of the other triangle pathway includes anequal number of playing spaces corresponding to questions having easyand easiest levels of difficulty; and the diamond pathway includes equalnumbers of playing spaces corresponding to questions having hardest,hard, easy and easiest levels of difficulty.
 11. Apparatus according toclaim 9, wherein during the game a player following the hourglasspathway may select a different pathway to follow at each intersection ofthe triangle, diamond and bow pathways to thereby select the level ofdifficulty of the game.
 12. Apparatus according to claim 1, whereinduring the game players are awarded points for correctly answering thequestions, and the winner of the game is the player with the highestcumulative total of points after a predetermined period of time or thefirst player to obtain a predetermined number of points.
 13. Apparatusaccording to claim 12, wherein the amount of points awarded forcorrectly answering the questions selectively varies between individualplayers whereby, in addition to the pathways, the selected amount ofpoints awarded for correctly answering the questions determinesdifferent levels of difficulty of the game.
 14. Apparatus according toclaim 1, wherein the random number indicators are dice.
 15. Apparatusaccording to claim 14, wherein the dice are able to be separated intosets, each of the sets including three die, two of which are numericaldie and the third die is a mathematical operator die whereby during thegame the movement of the playing pieces around the pathways isdetermined by the function of the numerical dice and the mathematicaloperator die.
 16. Apparatus according to claim 15 wherein each of thesets of dice correspond to an age range, a level of education or anumeracy level whereby, in addition to the pathways, the sets of dicedetermine different levels of difficulty of the game.
 17. Apparatusaccording to claim 1, wherein the playing area is marked on a board ordisplayed on a computer screen.
 18. A method for playing a game usingapparatus according to claim
 1. 19. A method for playing game includingthe steps of: providing question cards having questions which areseparated into levels of difficulty; providing a playing area which isseparated into geometrically shaped pathways of consecutive playingspaces corresponding to the levels of difficulty of the questions, thepathways having different numbers and sequences of playing spacescorresponding to particular levels of difficulty; providing playingpieces for occupying the playing spaces in the pathways; providing atleast one random number indicator for determining movement of theplaying pieces around the pathways; allowing players to select differentpathways to follow during the game whereby players can selectively andindividually determine the difficulty of the game.
 20. Dice for playinga game including first and second numerical die and the third die is amathematical operator die, wherein the function of the numerical diceand the mathematical operator die determines a number of playing spacesfor a player to advance during a turn of the game.
 21. Dice according toclaim 20, wherein the first numerical die is a hexahedron numerical diehaving six faces, the number 0 being represented on one of the faces andthe numbers 1 to 5 being respectively represented by a correspondingnumbers of dots on the other five faces.
 22. Dice according to claim 21,wherein the second numerical die is a hexahedron numerical die havingsix faces, one of the faces being blank and the numbers 6 to 10 beingrespectively represented by a corresponding numbers of dots on the otherfive faces.
 23. Dice according to claim 20, wherein the first numericaldie is a hexahedron numerical die having six faces, the numbers 0 to 5being respectively on the six faces.
 24. Dice according to claim 23,wherein the second numerical die is a hexahedron numerical die havingsix faces, one of the faces being blank and the numbers 6 to 10 beingrespectively on the other five faces.
 25. Dice according to claim 20,wherein the first numerical die is a dodecahedral die numerical diehaving twelve faces, one of the faces being blank and the numbers 0 to10 being respectively on the other eleven faces.
 26. Dice according toclaim 25, wherein the second numerical die is a dodecahedral dienumerical die having twelve faces, one of the faces being blank and thenumbers 0 to 10 being respectively on the other eleven faces.
 27. Diceaccording to claim 20, wherein the mathematical operator die is ahexahedron numerical die having six faces, addition operators being onthree faces and subtraction operators being on the other three faces.28. Dice according to claim 20, wherein the mathematical operator is ahexahedron numerical die having six faces, two faces being blank, anaddition operator being on one face, a subtraction operator being on oneface, a multiplication operator being on one face and a divisionoperator being on the other face. 29-31. (canceled)